The impact of training students with mild intellectual disability in computer language-related concepts and verbal instruction on self-regulation strategies (Record no. 20074)

MARC details
000 -LEADER
fixed length control field 02287nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Jalloul, Farah F.
Miscellaneous information Master, تربية خاصة
245 14 - TITLE STATEMENT
Title The impact of training students with mild intellectual disability in computer language-related concepts and verbal instruction on self-regulation strategies
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 82 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study is a research aimed at investigating the effect of teaching methods including computers and verbal instruction to teach language-related concepts on students with mild intellectual disability. Twenty-seven samples in three treatments were trained in solving letter patterns. It is applied through helping students to write, read and create patterns using letters. Group 1 students received language concepts through verbal instruction. Group 2 students received language concepts through computers. Group 3 students received language concepts through verbal instruction and computers. Since it is an experimental study, pre-training measures to the samples’ chronological age, Verbal Analogies Test, and training trials were collected through grades and numbers. Training measures pertaining to acquisition, maintenance and generalization of pattern completion tasks were collected. Mean scores and standard deviations were obtained for each dependent measure. The treatment effect was studied by a series of one-way ANOVA including the post hoc (tukey) to compare the 3 groups. Recommendations and further research were discussed. Results showed that group 3 who received language concepts through verbal instruction and computers at the same time were able to become better problem solvers.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Difficultés d'apprentissage Enfants avec des besoins spéciaux
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education et la technologie
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ICT and Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Learning Difficulties Children with special needs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم والتكنولوجيا
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الصعوبات التعلمية ذوو الاحتياجات الخاصة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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